Jovens/mulheres da pedagogia em mobilidade geográfica diária dos desafios partilhados aos sentidos da construção de si como estudantes universitárias

Abstract

This research studied the processes of self-construction as university students, of young women in daily geographic mobility to the A.C. Simões campus of UFAL. Being of qualitative Social Anthropological nature, the Methogological Approach was settled in exploratory study with twenty-four young people from the 4th to 8th period of Pedagogy and, in biographical narratives, about three young people formative experiences from the 7th to 8th period. For this purpose, set out the following questions: How does daily geographic mobility participate in itself construction as university students? What learnings are inherent to this process? What are the meanings given by young people to their formative experiences in daily geographic mobility, in a way that such meanings allow, at the same time, to think of them as unique social beings inside the university? Due to the epidemiological scenario of COVID-19 (SARS-CoV 2), the exploratory study was carried out through eletronic questionnaire on the Google forms plataform, with structured and unstructured questions, available on the UFAL website. The questionnaire, revealed the challenges experienced by students in daily geographic mobility and served as an approximation to the locus. Among the challenges, the following stand out: financial difficulties, motherhood, work, harassment and violence, associated with the strain on daily mobility, which sometimes appeared as a motivator for dropping out the course. Concomitantly, these elements interfered with academic daily life, with few hours to experience it at the interface between teaching, research and extension. The results were crutial for conducting the second moment of the research: the biographical narrative interview. Each interview happened separately, allowing us to understand the educational process in its singularities. There were two meetings with each student, totalling six interviews and ten hours of transcription. In the narratives, the young women elaborated a story of their formation. In this one, the transport conditions for travelling were presented as a challenge to be overcome, in relation to the academic life woven. In other words, the long time transport waiting, mostly, its breakdown in rainy periods, just as, the lack of network support in Maceió, it did not appear in the narratives with the same degree of importance. So, it became clear that being a university student in daily geographic mobility involves a context of similar challenges, but, as well, an experimental and non-linear construction, marked by intelectual, institutional and subjective learning that influence the formulation of meanings, the formative experiences, when narrated. The university showed itself as a mediator of the transformations of its realities, promoting the implementation of its professional projects. Lastly, the importance of increasing the course’s curricular matrix was identified, with training spaces with a narrative focus, whether through subjects, extension projects or pedagogical orientation situations, based on the biographical relationship with learning. Consider that these openings could contribute to enabling formative processes with reflexivity, both individual and collective, with the possibility of articulating and re-signifying appropriate knowledge in different areas of the university, in relation to those in other social spaces.